INED 7720 Positive Behavior Supports

Name: Kathleen Wilson

Class Description: Fourth and Fifth Grade Resource Classroom
Content Area: ELA/Reading/Science
Standards:

S4E4. Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal
changes.
a. Identify weather instruments and explain how each is used in gathering weather data and making forecasts (thermometer, rain gauge,
barometer, wind vane, anemometer).
b. Using a weather map, identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions.
c. Use observations and records of weather conditions to predict weather patterns throughout the year.
d. Differentiate between weather and climate.
ELACC4RL7: Make connections between the text of a story or drama and a visual or oral presentation of the text,
identifying where each version reflects specific descriptions and directions in the text.
ELACC4RI8: Explain how an author uses reasons and evidence to support
particular points in a text.
ELACC4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events,
ideas, concepts, or information in a text or part of a text
401B -Students are proficient in the use of technology.
404B -Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
403B -Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and
producing other creative
work.
Rationale (research): Project-based learning is a dynamic approach to teaching in which students explore real-world problems and challenges.
With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they're studying.
I chose a project based learning project to show how engagement and positive behavior is increased when students are excited about the lesson.

Objectives

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Lesson Description
The students will

Assessment
Students will be graded

Materials Needed
The book, First Class

Homework/Reinforce
Students will watch the

INED 7720 Positive Behavior Supports

collaborate with and

author and write an
ending to the story,
First Class Cats read
aloud by the teacher.
The story ends to be
continues. The students
will create their own
writing of a possible
ending to the initial
story. After writing a
possible ending for the
story, the students will
create a PowerPoint
presentation of their
proposed ending to the
story which they will
present to the author of
the book (who is also a
pilot.)

on a rubric for their

PowerPoint
presentations. Students
will receive a copy of the
rubric prior to creating
the presentations.
Teacher will discuss the
rubric with the students
and make sure that
expectations are clearly
stated.

Cats
Access to the computer
lab for individual
creation of PowerPoint
presentations.

news in order to track

weather patterns.

Discovery Streaming
Video: Reading Rainbow
Takes Flight

Students will watch

videos to learn what it
takes to become a pilot
and will have an
opportunity to discuss
with a real life pilot what
it is like to fly and how
weather affects daily
flights.
Students will brainstorm
questions on a Word
Document that they
want to ask our guest.
This lesson will be
completed over the
course of two weeks.
Differentiated Instruction: Students who have writing deficits will be able to use the word processing software Read Please, Write out
Loud, and Co-Writer in order to create their PowerPoint Presentations. Individual guidance will be given to students as needed by
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INED 7720 Positive Behavior Supports

teacher and paraprofessional.

Reflection:
This lesson was an amazing success. The author of the book, First Class Cats is a personal friend of mine and has collaborated with
several groups of my students. He is a pilot as his full time profession, so he was able to bring in a World perspective that these
students would not have been able to experience in the standard classroom setting. The use of technology has the students engaged
and excited about the lesson. The opportunity to ask the pilot questions about flying, especially what it was like flying through storms,
led to a two hour discussion of the World Climate and the different cultures around the World.
At the end of the presentations, the author/pilot presented the students with the sequel to the first book.
The students were actively engaged throughout the lesson. They asked relevant, higher level thinking questions. The students were
polite, thoughtful, and took turns (an issue that we have been working on throughout the school year.) I highly recommend project
based learning projects.

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